Fast Facts for Curriculum Development in Nursing

BackgroundTeaching engineering at a high school level has been a subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technology curriculum guidelines. However, technology teachers face challenges regarding the optimal implementation of an engineering-focused curriculum. It is essential to understand technology teachers’ perceptions of and behavior in classroom practices when teaching an engineering-focused curriculum. To explore the factors influencing the effective implementation of the curriculum, this study aimed to explore the association between technology teachers’ perceptions regarding curriculum guidelines (i.e., perceived ease of use, perceived usefulness, and beliefs) and their behavioral intentions. In addition, this study explored how these perceptions change for teachers who participated in a professional development program (PDP) for teaching an engineering-focused curriculum compared with those who did not participate in the program (NoPDP).ResultsIn this study, structural equation modeling was used to investigate factors potentially influencing teachers’ behavioral intentions, including subjective norms and perceived behavioral control. The results showed that technology teachers’ behavioral intentions were influenced by their perceptions of the curriculum's usefulness. Subjective norms and perceived behavioral control were also significant determinants of behavioral intentions. Moreover, the results differed between the two groups. Perceived usefulness had direct and indirect effects on the behavioral intentions of the PDP and NoPDP groups, respectively.ConclusionsWe constructed a model of technology teachers’ behavioral intentions to implement an engineering-focused curriculum and identified factors influencing technology teachers’ behavioral intentions to implement an engineering-focused curriculum. Our conclusions are as follows: (1) the model was adequate for determining the factors influencing technology teachers’ behavioral intentions; (2) in the PDP group, perceived usefulness, subjective norms, and perceived behavioral control were significantly associated with behavioral intentions; and (3) in the NoPDP group, perceived usefulness and perceived ease of use were associated with behavioral intentions and self-reported behavior only via the mediating factor of beliefs. The above influencing factors should be taken into account when planning professional development programs for pre- and in-service teachers, as these programs will have implications regarding the successful implementation of an engineering-focused curriculum.

Objective Resource Facilitation is a lesser-known service line within the field of brain injury rehabilitation and has been described as similar to case management, care coordination, and neuronavigation. The purpose of this project was to evaluate current Resource Facilitation programs and provide a comprehensive summary of program characteristics to work toward a common definition of Resource Facilitation services and inform future program development and evaluation frameworks. Materials and Methods An online survey was sent to all known Resource Facilitation programs in the US (N = 70). Data Collection Completed through Survey Monkey including information related to program history, structure, population served, and outcomes measurement. StatisticalAnalysis Descriptive statistical analyses were applied. Results Twenty-four of the 70 programs completed the survey, resulting in a 34% completion rate. This snapshot of the current definitions and activities demonstrated high variability across programs regarding structure, funding, eligibility, and data collection. Only 33% of programs reported having a program evaluation system. Conclusions This project provided a comprehensive summary of Resource Facilitation program characteristics and associated outcome metrics. The findings may be used to begin the formulation of a common definition of Resource Facilitation services, a program evaluation framework, and aid in establishing a common data set across programs.

Physical Literacy (PL) is a synthesis construct that ties together movement competencies with affective, motivational, and knowledge-based elements. It is considered foundational to the development of physical activity-related outcomes. Many diverse organizations and programs have embraced the concept and are implementing programs targeting each of those core elements. However, research has lagged behind its interest and adoption. Among the more prominent gaps is the design and evaluation of programs that aim to increase PL within special populations such as new immigrants or refugee youth. The Immigrant-focused Physical Literacy for Youth (IPLAY) program is a co-developed evidence-informed 8-week PL program designed for new immigrant and refugee youths who have recently settled in Calgary, Alberta, Canada. This study aims to use a convergent parallel mixed-methods approach to collect, analyse, and interpret quantitative and qualitative data in the evaluation and iteration of the IPLAY program. PL programs can be used as a tool to build confidence and physical competencies among newcomer youth. Furthermore, academic-community collaborations in the design and delivery of PL programs can help improve the access and interest for PL programs among newcomer youth. These partnerships are critical and timely considering the recent and upcoming waves of immigration to "arrival cities" across Canada.

Let’s get technical: Enhancing program evaluation through the use and integration of internet and mobile technologies

How do evaluators provide the best evidence of program outcomes to stakeholders? The current focus on impact evaluation and the adjoining debate over the suitability of various designs for rigorously measuring program outcomes begs the question of what are the most suitable alternative outcomes with which to compare program outcomes. In essence this is asking what is the counterfactual, how should it be measured and what is an appropriate method of comparing the outcomes of a program and the counterfactual. Although measurement of outcomes is a major issue in evaluation, the counterfactual does not appear often in the evaluation literature, whereas it is widely used in the fields of history, political science, philosophy and psychology. This article attempts to commence the process of filling in this gap by focusing on the role and measurement of the counterfactual in program evaluation. The underlying logic of the counterfactual is explored and some approaches to its measurement are discussed. The approach is described in detail using an example from a recent evaluation study of a crime prevention program in Western Australia. The potential benefits of measuring the counterfactual are explored, particularly in relation to providing influential information to key stakeholders.

Outcome based education has become vital in Medical curriculum worldwide. It's practiced successfully in many countries. After evidencing the practice worldwide, Eastern University, Sri Lanka (EUSL) developed its curriculum to outcome based. Identifying educational programme outcome is crucial process in outcome based educational practice. The educational outcomes of MBBS programme of EUSL have been matched with international standards. The graduate profile reflects the attributes of graduates, which is physician's potentials at the end of the course. Constructive alignment of curriculum is exhibited in accordance with the Sri Lanka Medical Council (SLMC) guidelines, MBBS programme outcome, the organization of learning contents, teaching learning experiences to achieve the intended learning outcomes and assessments for learning. Assessments for learning (formative assessments) are conducted at the end of the modules and feedbacks are expected to be given to drive the learning. Educational outcomes involve several competencies such as Knowledge, Skills and Attitude. There are several assessment methods have been followed to assess various attributes in EUSL. Teacher takes part in facilitating learning or mentoring students. Assessing the team work skills, critical thinking, problem solving are also the salient features as this outcome based medical curriculum has been implemented to foresee the graduates treating patients in a holistic manner.
 Bangladesh Journal of Medical Education Vol.10(1) 2019: 34-38

Featured counter-trafficking program: Project intersect

There is a wide variation in the curricular emphasis and implementation nationally across programs for teaching quality improvement (QI) in family nurse practitioner (FNP) programs. This variation among curriculum plans often leaves NP graduates unsure as to how to identify and effect change within their organizations. This manuscript describes the development of an initial QI curriculum and subsequent enhancements over a 3-year time frame and outlines the curriculum development process, implementation, and program outcomes within an FNP residency program. This report also focuses on the importance of reinforcing the role of QI within the personal identity of the FNP, ensuring quality care to patients.

Purpose: This study explored ways in which program evaluation activities in pediatric rehabilitation settings can become congruent with family-centered service (FCS) philosophy. Methods: Two Canadian pediatric rehabilitation centers participated in this study, which included focus groups with staff members and interviews with parents. Results: Participants identified seven ways in which program evaluation practices could be made congruent with FCS. Suggestions included: (a) the inclusion of a diverse group of program recipients, (b) the use of processes that facilitate family involvement, (c) the recruitment of family champions, (d) the involvement of families in program development, (e) the establishment of evaluations that are relevant to families (f) the development of center-wide statements about family involvement in evaluation and (g) the compensation of families for their active participation in evaluation. Conclusion: For program evaluation practices to be useful and relevant, they should be improved and made consistent with FCS philosophy. Those evaluating pediatric rehabilitation programs need to use approaches and activities that respect the needs, characteristics, cultures and diversity of the program recipients. Such actions will help to improve the quality of care provided, the nature of program evaluation activities, as well as the overall level of FCS in pediatric rehabilitation settings.Implications for RehabilitationBy incorporating family-centered activities into program evaluation processes, clinicians/evaluators can improve the overall level of and adherence to FCS philosophy in their centers, enhance the quality of care provided and, thus, contribute positively to the outcomes of program recipients and their families.Those evaluating pediatric rehabilitation programs need to use evaluation approaches and activities that respect the needs, characteristics, cultures and diversity of the program recipients.By engaging program recipients and their families in program development, they may become more engaged in program evaluation.

Background Infectious Diseases Online Curriculum (IDOC) is an online asynchronous interactive educational resource for trainees on ID electives to augment their ID knowledge and complement their clinical training. The curriculum mapping with details of modules and methods of assessment are elaborated in TABLE 1. A program evaluation of the IDOC with the aim to analyze program outcomes was done in 2023.Table 1:Curriculum mapping including goals, objectives, conceptual framework, educational strategies and assessments for Infectious Diseases Online Curriculum Methods IDOC was piloted with medical students and residents from August 2022 to December 2022 and assesses Kirkpatrick level 2 learning. The primary assessment was of Program Outcome, set up using a Pragmatism paradigm with Mixed Methods research methodology to assess quantitative and qualitative data. Following IRB approval, data collection was conducted through web-based surveys (Qualtrics). Each surveyor was asked to assign a unique alphanumeric number to their pre and post survey so these could be used for comparison. The primary outcome assessed was change in knowledge. Each question in the pre- and post-assessment was awarded 1 for correct answer and 0 for incorrect answer. A paired sample t test was used to compare pre and post cumulative scores and analyzed using SPSS v26.Table 2:Paired sample T test analysis of quantitative outcomes Results During the pilot phase 16 pre- and 20 post assessment surveys were received (8 phase-3 students, 4 phase-2, 3 phase-1, 3 interns, 2 with no level of training). 11 respondents had allotted the same alphanumeric number to both pre- and post-surveys and these were used for comparative analyses of knowledge change. Interest in pursuing ID as a career prior to and after revision of modules was sought on a 5-point Likert scale and received 12 responses. Paired t test showed significant improvement in knowledge and increase in interest of trainees to pursue ID as a career (TABLE 2). Majority of trainees also rated the modules to be extremely clear and relevant to clinical practice (TABLE 3). Qualitative feedback was overwhelmingly positive (TABLE 4).Table 3:Results of self-perceived clarity and self perceived relevance of the modules by the trainees Conclusion IDOC functions as a novel, accessible, quick, engaging, and effective way to improve ID related knowledge in trainees and is an adjunct to their clinical elective experience. Although this was a small study, the results are significant and transferable, and IDOC can be disseminated to smaller training programs where educators and ID learning resources are not available.Table 4:Qualitative feedback for Infectious Diseases Online Curriculum as well as individual interview response from trainee Disclosures All Authors: No reported disclosures

Education is a fundamental cornerstone of societal progress, and ensuring the holistic development of students is a global imperative.Within the educational landscape, guidance and counseling programs have gained prominence as vehicles for nurturing students not only academically but also socially, emotionally, and personally.The study aimed to determine the level of attainment of objectives of Homeroom Guidance Program in Public Elementary Schools of Bangar District.Specifically, the study aimed to answer the following questions; What is the profile of the respondents in terms of: gender; age; civil status; highest educational attainment; and number of homeroom guidance program orientation/seminar attended?What is the level of attainment of objectives of the Homeroom Guidance Program in Public Elementary Schools of Bangar District along: Curriculum implementation and compliance; Delivery process; Assessment of Learner's Development; Supervision of Homeroom Guidance Implementation; and Administrative Concerns?Is there a significant relationship between the profile of the adjustments, meeting the evolving needs of teachers and students.(2) To enhance the Homeroom Guidance Program in Bangar District's public elementary schools, focus on improving curriculum implementation, delivery processes, supervision, and administrative support.Implement a robust feedback system for continuous improvement to ensure the program effectively supports students' holistic development.(3) Since the profile of respondents doesn't significantly affect the Homeroom Guidance Program's outcomes, it's essential to explore other factors influencing program success.Further investigation into program implementation strategies and resource allocation could shed light on critical aspects that impact achieving the program's objectives.Additionally, ongoing monitoring and evaluation will help identify areas needing improvement and guide future interventions to enhance program effectiveness.(4) To foster stronger partnerships and engagement with stakeholders through regular communication, collaborative initiatives, and targeted outreach efforts.Additionally, improving collaboration and resource allocation to address the availability of instructional materials and other teaching resources is crucial.Investing in adequate resources and infrastructure will facilitate the effective implementation of the program in Bangar District's public elementary schools, ultimately enhancing student outcomes and holistic development.

NoTrap! is an Italian online and school-based universal intervention programme against bullying and cyberbullying. The NoTrap! programme was developed within a translational approach that benefits from the integration of theoretical research and applied interventions. Translational research is best understood as a way of thinking or an alternate paradigm that seeks to blend rather than dichotomize basic and applied research towards the common goal of improving the human condition. The translational approach implies a circular process among experimental studies, programme evaluation, and understanding models of explanation. Within a translational approach, the NoTrap! programme development and evaluation can be viewed as a bridge between basic and the applied research; it could be a step ahead in the way for a sustainable cooperation between researchers, policy-makers, and practitioners in the framework of evidence-based interventions. The NoTrap! programme has been in development since 2008, with different versions and trial replications.

The present investigation analysed the Community Psychology doctoral thesis trends with respect to student demographics, thesis topics, research methodology, research participant demographics, rural/urban focus, community empowerment focus, and programme development and evaluation at one institution. Of the 51 students who completed the course, 45.1% were Educational Psychologists, 33.3% Clinical Psychologists and 21.6% Counselling Psychologists. Self-help programmes, school-based programmes and non-professional-help programmes predominated. Of the 51 theses, seven addressed HIV and AIDS and one studied sexual violence. The majority used qualitative methodologies, and focused on adults. Only 11.8% focused specifically on rural communities, while 74.5% included community empowerment, 62.7% were programme evaluations.

To describe the use of a logic model methodology in the development, implementation, and evaluation of a regionally based cancer health network. Published articles; online references; published reports from government, state, and private organizations; and regional breast health project results. Through the use of the logic model, the program objectives and outcomes were identified and actualized. The logic model served as a framework for developing the key components of the program: infrastructure, implementation, and sustainability. Supportive structures, such as the timeline, process evaluation, and outcome evaluation plan, enhanced the use of the logic model by adding clarity to program development and program evaluation. Nurses, particularly advanced practice nurses and nurse managers, play a key role in leading program development. A logic model can be used to guide program development, implementation, and evaluation. It serves as an excellent framework for developing a program that integrates service, practice, and research.

Background:A better understanding of how multicomponent school-based interventions work and their effects on health and education outcomes are needed. This paper described the methods of the Movimente Program, a school-based intervention that aims to increase physical activity (PA) and decrease sedentary behavior (SB) among Brazilian students.Methods:This is a cluster randomized controlled trial with adolescents from 7th to 9th grade in public schools from Florianopolis, Southern Brazil. After agreement, 6 schools were randomly selected to intervention or control groups (3 schools each), and all eligible students were invited to the study. The Movimente intervention program was performed during a school year and included 3 main components: Teacher training (including face-to-face meeting, social media platform, and handbook with lesson plans); improvements in the PA environment in school; and educational strategies. Control schools continued with their traditional schedule. Baseline (March/April 2017), postintervention (November/December 2017), and maintenance (June/July 2018) evaluations included PA and SB as primary outcomes (assessed by self-report and accelerometry). Secondary outcomes included psychosocial factors related to PA and SB (e.g., social support and self-efficacy), as well as health (e.g., quality of life and nutritional status) and education (e.g., academic achievement) outcomes. A program evaluation was performed based on the RE-AIM framework. Participants, intervention staffs, and evaluators were not blinded to group assignment, but a standardized evaluation protocol was applied independently of the trial allocation.Results:Statistical analyses will include a multilevel approach for repeated measurements and mediation analysis. Any side effects of the intervention will be recorded. The sample size close to that expected (n = 1090) was reached (n = 999). The results of this trial will involve valuable information about the effect and the evaluation of a multicomponent intervention carried out in a middle-income country.Conclusion:By creating opportunities for adolescents to be active at school using multicomponent strategies, the Movimente program has the potential to enhance students health and academic performance which may encourage the school community (e.g., teachers, principals) to adopt the program. Also, this trial will provide evidence for practitioners, policy makers, and researchers on how multicomponent program may be implemented in a school setting.Trial registration:The trial is registered at the Clinical Trial Registry (Trial ID: NCT02944318; date of registration: 18 October 2016).